a missing component of higher education programs: everyone needs creativity ugur sak, ph.d. anadolu...
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A Missing Component of Higher Education Programs: Everyone Needs Creativity
Ugur Sak, Ph.D.
Anadolu University, Turkey
OVERVIEWDefinition of CreativityImportance of CreativityTeachability of CreativityTraining typesEffects of TrainingDesign of College Level creativity Courses
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Definition of Creativity
Creativity involves the production of original, potentially workable, and valuable ideas or solutions that are relevant to context (Besemer & O’Quin, 1999; Lubart, 2001; Sak, 2010).
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Importance of Creativity
Few attributes of human performance have as much impact on our lives as creativity.
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Importance of Creativity
FOR EXAMPLEOutstanding achievement in the arts and
sciences is held to depend on creativity.
Importance of Creativity
FOR EXAMPLECreativity is linked to the leadership of
institutions.
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Importance of Creativity
FOR EXAMPLECreativity plays a role in entrepreneurial
activities and long-term economic growth.
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Importance of Creativity
FOR EXAMPLEGood jobs available in modern economies
require creative thought.
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Teachability of Creativity
Creativity training has been developed for occupations ranging from marketing, business management and educational administration to medicine and engineering.
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Teachability of Creativity
A number of approaches have been used to teach creativity: effective incentives
acquisition of requisite expertise (emphasis on domain-specific knowledge and problem solving)
group interactions
improvement in work climate and culture
requisite career development experiences
cognitive training to enhance components of creativity
Teachability of Creativity
Training has been the most common approach for enhancing creativity.
For example, Solomon (1990), drawing from survey data, found that 25% of the organizations employing more than 100 people offer some form of creativity training.
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Teachability of Creativity
Training TypesCreativity training comes in many forms.
Smith (1998), in a review of training program content, identified 172 techniques, or instructional methods, that have, at one time or another, been used to develop divergent thinking skills.
Bull, Montgomery, and Baloche (1995), in a review of college level creativity courses, identified 70 techniques that were viewed as important components of instruction.
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Teachability of Creativity
Training Types
Bull, Montgomery, and Baloche (1995), identified a number of general approaches applied in the development of creativity training including
cognitive approaches
personality approaches
motivational approaches
social interactional approaches
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Teachability of CreativityEffects of Training
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Creativity Characteristics Number of Studies
Effect Size
Overall 69 .64 Divergent thinking 36 .68 Problem solving 28 .84 Performance 16 .35 Attitude/behavior 16 .24
A review of 70 prior studies showed that well-designed creativity training programs improve creative performance (Scott, Leritz & Mumford, 2004).
CreativityFramework of Design for College
Level Creativity Courses
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Creativity Course
Distinct course
segments
Seperate chapters in disciplinar
y textbooks
Embedded exercises
Creative problem solving
activities
Distinct course
Definitions theories Strategies
Techniques (idea
generation, problem solving)
